本系列英文内容来自https://www.edx.org/course/the-science-of-learning-what-every-teacher-should-know，翻译是自己练习，如有发现不妥请批评指正！
Developing Growth Mindsets
培养成长性思维
We discussed earlier the learning power of a growth mindset.
我们之前讨论过成长性思维的学习力。
It can help students push through challenges, enhance their performance, and close stubborn achievement gaps.
它可以帮助学生克服挑战，提高他们的表现，并弥补顽固的成绩差距。
Why might the growth mindset have such a large influence on us? Earlier, we introduced a model, illustrating how non-cognitive factors interact and influence one another.
为什么成长思维对我们有如此大的影响？此前，我们引入了一个模型，说明非认知因素如何相互作用并相互影响成长性思维的。
That model suggests that mindsets affect ranges of other factors, including social skills, learning strategies, academic behaviors, and perseverance.
那个模型表明，思维方式影响其他因素的范围，包括社交技能，学习策略，学术行为和毅力。
And if students can improve in these interconnected areas, they're highly likely to perform better.
如果学生能够在这些相互关联的领域取得进步，他们很可能表现更好。
Over time then, we can help students shift from a negative cycle to a more a virtuous one, with each small positive change increasing momentum for further positive ones.
随着时间的推移，我们可以帮助学生从恶性循环转变为更加良性的循环，每一个小小的积极变化都会为更积极的变化增加动力。
So how can we do this? What follows are five strategies to encourage a growth mindset.
那么我们怎么做到这一点？以下是鼓励成长性思维的五种策略。
First, set high standards and expectations.
首先，设定高标准和期望。
Students will tend to strive toward whatever bar we set.
无论我们设置任何障碍，学生们会倾向于朝其目标努力。
If we keep it low, we're likely to suppress achievement.
如果我们保持低调，我们很可能压制成就。
If we set it too high, and don't provide proper support, students will give up and we'll just reinforce a fixed mindset.
如果我们把它设得太高，并且没有提供适当的支持，学生就会放弃，我们只会强化固化思维。
Instead, set standards and expectations that are ambitious but attainable.
相反，应当制定雄心勃勃但可实现的标准和期望。
This requires really knowing your students and your material, but once you're confident you've set the right standards, then you can ask a lot from them.
这需要真正了解你的学生和你的材料，但一旦你确信你已经设定了正确的标准，那么你可以从这里索取更多。
For instance, the growth mindset framing tool, which can be found on the Mindset Works website, provides guidance on how to communicate learning goals.
例如，可以在Mindset Works网站上找到的成长思维框架工具提供了如何沟通学习目标的指导。
It suggests telling students, this is going to be challenging to learn but all of you can reach that goal, stretch for it.
它建议告诉学生，学习是有挑战性的，但你们所有人都可以达到这个目标，为此而努力吧。
One of the great gifts of teaching is seeing students succeed when they didn't think they could.
教学的伟大恩赐之一是，看着原以为自己不可能的学生一步一步走向成功。
Keep in mind, when you're truly challenging your students, to let them know that struggle is an integral part of the learning.
请记住，当你真正挑战你的学生时，让他们知道挣扎是学习的一个完整组成部分。
We all struggle and can get confused when we encounter new intellectual challenges.
当我们遇到新的智力挑战时，我们都会奋斗，并可能感到困惑。
It's normal so set high standards and expectations but also provide ongoing support.
这是正常的，所以设置高标准和期望值的同时，也要提供持续的支持。
Second, establish short-term, achievable goals.
第二，建立短期的，可实现的目标。
Students may give up in the face of high standards, especially students who have a fixed mindset.
面对高标准，学生可能会放弃，特别是那些思维固定的学生。
To help them, offer practical strategies that break down tasks into smaller steps they can reach.
为了帮助他们，提供切实可行的策略，将任务分解成可以达到的较小步骤。
Each small step they achieve leads to a small win.
他们实现的每一个小步骤都会带来小小的胜利。
Over time, those small wins reinforce their sense of self-efficacy and confidence in moving forward.
随着时间的推移，这些小小的胜利增强了他们的自我效能感和对前进的信心。
Third, give meaningful feedback.
第三，给出有意义的反馈。
Teachers who have mastered the pedagogy of growth mindset provide ongoing, constructive feedback.
掌握成长思维方式的教师可以提供持续的，建设性的反馈。
They're careful not to correct mistakes that students can fix on their own but otherwise, they're continuously helping students to identify their own mistakes, explain them, and articulate what can be learned.
他们注意不去纠正学生自己可以纠正的错误，相反他们会不断帮助学生识别自己的错误，解释错误，并阐明可以从中学习的内容。【遇到问题，问老师，老师不给答案，反而反问你几个问题，一步一步帮你发现你卡在哪里，这样才是真正的教学，而不是直接告诉学生应该怎么做】
The more we help students become comfortable with honest mistakes, and use them to respond differently the next time, the more they'll come to believe in the process of learning itself.
我们越能帮助学生适应诚实的错误，并在下次使用它们做出不同的反应时，他们越会相信学习过程。
Remember, not all feedback is constructive.
请记住，并非所有的反馈都是建设性的。
When I was a kid, I used to get essays back with just a grade.
当我还是个孩子的时候，我的文章经常只拿一等次分数。
It was a form of feedback, but it gave me no sense of how to get better.
这是一种反馈，但它没有告诉我如何变得更好。
What mattered, those teachers seemed to be telling me, was just that single grade, not producing better writing the next time.
那些老师似乎告诉我，这很重要，只拿到一等次的分数下一次写作也不会更好。
Other times, teachers mark passages vague.
其他时候，教师标记段落模糊。
In junior high, when vague was written on my paper, I had no idea what my teacher didn't understand about what I had written.
在初中，当我的论文写了模糊的东西时，我不知道我的老师对我写的东西不了解。
I wish those teachers had offered comments instead.
我希望那些老师提出评论意见。
For instance, this passage confuses me.
例如，这段话让我感到困惑。
I think you're trying to say the following but right now, I'm not sure.
我想你想说的是下面的，但现在，我不确定。
Then I would have understood what I needed to explain differently.
然后，我会理解我需要以不同的方式解释。
It would have given me enough support to know what I needed to do, but left the actual work of doing it to me.
它会给我足够的支持，让我知道我需要做什么，而不是实际工作留给我。
Now, be careful when giving feedback about simply telling students to work harder.
现在，在给予反馈时要小心，不要仅仅告诉学生要更加努力地工作。【自己对自己的鼓励也要避免努力加油这类毫无建设性的意见，一定要具体】
If they don't know what to do because they don't have the necessary knowledge or skills or don't realize they do, you can easily push them toward a more fixed mindset.
如果他们不知道该做什么，因为他们没有必要的知识或技能，或者他们没有意识到，仅仅让他们更加努力可以轻易地将他们推向更固定的思维模式。
But if they're capable, asking them to work harder can be a great thing, especially if you tell them you're expecting a lot because you believe they have the capacity to do well and just observe to make sure they do.
但是，如果他们有能力，让他们更努力工作可能是一件好事，尤其是如果你告诉他们你期望很多，因为你相信他们有能力做得好，只是为了确保他们做到了。
Next, be sure that students are able to use in meaningful ways the important feedback you give them.
接下来，请确保学生能够以有意义的方式使用您给予他们的重要反馈。
As the educator Dylan Wiliam says, "the only thing that matters about feedback "is what students do with it." Finally, we need to provide the time for students to process the feedback we give them and then directly apply it to revise their work.
正如教育工作者Dylan Wiliam所说，“唯一对于反馈意义重大的事情”就是学生用它做的事情。“
最后，我们需要给学生提供时间来处理我们给他们的反馈，然后直接用它来修正他们的工作。
Useful feedback improves performance by developing more effective effort, something that students can see in a way that fuels the growth mindset.
有用的反馈可以通过开发更有效的工作来提高绩效，这是学生能够以促进成长思维的方式看到的。
Without the opportunity to improve the quality of their effort, students are unlikely to improve and this can cause them to revert to a fixed mindset.
如果没有机会改善他们努力的质量，学生不会去提高，这可能导致他们回到固定的思维。
I'm trying really hard, but it doesn't seem to work, so maybe I'm not so smart.
我努力尝试，但似乎并不奏效，所以也许我不那么聪明。【是啊，之前那么多的无效学习，真的以为自己不聪明，或者不擅长语言类学习呢，其实是方法不对，应该跟自己最贴近的生活的实际问题出发】
Meaningful feedback that students will use breaks this cycle.
学生通过用有意义的反馈打破了这个循环。
Fourth, praise carefully.
第四，认真仔细表扬。
Praise is essential but we must give it carefully.
赞美是必不可少的，但我们必须认真对待。
Let's start with three common forms of praise to avoid.
让我们从三种常见的赞美形式开始避免。
First, avoid praising students for working hard alone or for a long time.
首先，避免表扬学生单独或长期努力工作。
What matters is effective effort, not just trying an unworkable strategy over and over.
重要的是有效的努力，而不是反复尝试不可行的战略。【不会了要问，不要自己在那边死钻牛角尖】
This means we need to help them discern productive effort from effort that doesn't really lead to improvement.
这意味着我们需要帮助他们从并不能真正有效的努力中辨别出有效的努力。
A later session of this course will describe how to help students develop effective learning strategies.
本课程的后续课程将介绍如何帮助学生制定有效的学习策略。
Second, avoid praising students for something that isn't worthy of praise and definitely avoid meaningless jargon, such as every mistake is a step forward.
第二，避免表扬学生不值得称赞的东西，绝对避免无意义的行话，比如每个错误都是向前迈进的一步。【例如通过错误学习，太空范了】
Students can smell mindless praise from a mile away.
学生们可以轻易的听出这个表扬毫无诚意。
They tend not to hear what you've said, but rather, I don't know you, or I don't actually believe you can do this.
他们倾向于听不到你说的话，相反他们会以为你想的是，我不认识你，或者我实际上并不相信你能做到这一点。
Finally, avoid praising students for personal traits.
最后，避免赞扬学生的个人特质。
Calling a child gifted or saying you're so smart can produce students who won't take risks for fear of confirming that they're not gifted or not smart if they don't succeed.
说一个孩子是天才或者说你很聪明能导致学生避免冒险，因为害怕如果他们没有成功会确认自己没有天赋或不聪明。
The best kind of praise then focuses on the process of learning.
最后，最好的赞美就是关注学习过程。【首先要知道学习过程，所以学生要把自己如何思考如何学习的表达出来，才能给老师好的表扬机会】
It acknowledges what students did right, what effective steps they took, and what adjustments they made.
它确认学生做对了什么，他们采取了什么有效措施，以及他们做了什么调整。
Dweck suggests saying something like, well done, you tried different strategies and you figured it out or, wow, you really practiced that the right way and look at how much you've improved.
Dweck建议说，做得很好，你尝试了不同的策略，然后你想出来，或者，哇，你真的以正确的方式练习，看看你有多少改进。
Help students see how to try to hard and work effectively and you'll put them on the right path to learning.
帮助学生看到如何努力工作，并且有效地工作，并且让他们走上正确的学习之路。
Fifth, embrace the word "yet".
第五，拥抱“尚未”一词。【拥抱变化】
In a TED Talk, Carol Dweck notes, just the words yet or not yet give kids greater confidence because you convey your belief that they're capable of mastering the skill with effort.
Carol Dweck在一次TED演讲中指出，仅仅是yet 或not yet 给孩子们带来更大的信心，因为你传达了他们的信念，即他们有能力掌握技巧。
Not yet encourages greater persistence.
Not yet鼓励更大的持久性。
Students need to feel that you believe in their capacity to do well through their own effective effort and hard work.
学生需要感受到你相信他们自己有能力通过自己的有效努力和辛勤工作做好。
These five techniques we've described promote the growth mindset and bring a cascade of other self-reinforcing benefits.
我们描述的这五种技术促进了成长性思维，并带来了一系列其他自我强化的好处。
In subsequent sessions, we'll discuss ways to help students translate a growth mindset into higher academic performance.
在随后的课程中，我们将讨论帮助学生将成长思维转化为更高学术成绩的方法。
All this won't transform students overnight but over time, these methods can bring real and powerful results.
所有这些都不会在一夜之间改变学生，但随着时间的推移，这些方法可以带来真实而有力的结果。
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